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Physics First, Cornell University 28 July 2004

Alternative Pathways, Alternative Solutions to … Physics Teacher Demand in NYS. Physics First, Cornell University 28 July 2004 Joe Zawicki , Department of Earth Science and Science Education, SUNY—Buffalo State College

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Physics First, Cornell University 28 July 2004

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  1. Alternative Pathways, Alternative Solutions to… Physics Teacher Demand in NYS Physics First, Cornell University 28 July 2004 Joe Zawicki, Department of Earth Science and Science Education, SUNY—Buffalo State College 130 SCIE Bldg BSC, 1300 Elmwood Ave, Buffalo NY 14222, E-mail: zawickjl@buffalostate.edu Dan MacIsaac, Department of Physics, SUNY—Buffalo State College David Henry, Department of Elementary Education and Reading, SUNY—Buffalo State College Dewayne Beery, Department of Physics, SUNY—Buffalo State College Kathleen Falconer, Department of Elementary Education and Reading, SUNY—Buffalo State College

  2. DUE0304097 DUE0434103 Supporting Partners Alternative Solutions

  3. National and New York State Demand for Physics Teachers • Currently there is not, in fact, a general nation-wide shortage of teachers in the United States • There are adequate numbers of prepared and certified teachers to meet most of the nation's needs • “We face shortages of people willing to work at the salaries and under the working conditions offered in specific locations” -- in rapidly growing, rural and urban areas.” (Darling-Hammond, 2001). • Real teacher shortages do exist in a few subject fields -- most particularly in special education, mathematics, physics, chemistry, and Spanish in order of national demand (AAEE, 2003) Alternative Solutions

  4. Physics Teacher Preparation • US national high school physics enrollments are at a fifty-year high (AIP, 1999; Neuschatz & McFarling, 2000) • Only about one-third of all physics teachers received a major in physics or physics education (Neuschatz & McFarling, 2000). • More than half of all physics teachers (AIP, 1999) are actually teaching out-of-field (Ingersoll, 1999; CSMTP, 2001). Alternative Solutions

  5. Certified Physics Teachers • 61% of public and 27% of private high school physics teachers are state certified to teach physics • NCLB – certification changes are suggested but not standardized • NYSED reacts to NCLB Alternative Solutions

  6. Changing Certification Requirements • NY State Education Department (NYSED) has intensified teacher certification and high school science graduation requirements (NYSED, 2000) • Curriculum and exam renovations have incorporated increased levels of conceptual understanding (Zawicki, Jabot, Falconer, MacIsaac, Henry & Fischer, 2003) Alternative Solutions

  7. Changing Certification Issues • The NYS demand has increased (Willie-Schiff, 2002) • NYSED physics certification requirements have increased: • thirty credits in physics (NYSED 2004) • successful completion of the Content Specialty Test in Physics (NES, 2002) • Following initial certification, teachers must complete a Masters degree within three (five) years to earn professional certification (NYSED 2004). Alternative Solutions

  8. Alternative Solutions

  9. Current Physics Teachers Nearing Retirement 728 teachers are over the age of fifty • This represents 43% of the entire NY HS physics teaching population, or over half of the 2002 NYSED physics-certified HS physics teaching population. Alternative Solutions

  10. Alternative Solutions

  11. Irregular Certification • ‘Hot button’ (US Department of Education Secretary's Annual Report, 2002, p21; Darling-Hammond, 2002; Darling-Hammond & Youngs, 2002) • Alternative certification • Differs from traditional certification pathways • Usually avoids student teaching • Emergency certification • Transcript Evaluation Alternative Solutions

  12. Third Year Departure Rates • Traditional programs – 33% • Extended five-year programs -- 10% • Emergency or Temporary – 90-100% • Short-term hiring policies are costly in the long term, and dollars spent upon teacher preparation are one of the most cost-effective predictors of student achievement. Alternative Solutions

  13. There are many “ifs”, but if the program is run correctly…there is a clear need for… “… extended teacher education programs with year-long internships in … high quality alternative pathways at the post-graduate level… for mid career changers…” (Darling-Hammond, 2000, p35). Alternative Solutions

  14. Alternative Certification Demographics Alterative certification teachers: • Leave the profession at higher rates • Are preferentially hired • Are far more likely to seek immediate employ after certification (30-40% of new teachers graduating from traditional programs are not immediately employed) Alternative Solutions

  15. Alternative Certification Demographics Alterative certification teachers: • Held the highest percentage of employment after five years (Harris, Camp and Adkinson, 2003). • Recruit significantly more minority teachers than do traditional programs. • These minority teachers • are significantly more likely to be employed in urban schools serving minorities • are significantly more likely to teach mathematics and science • are more likely to have considerable business or military experience. Alternative Solutions

  16. Alternative Certification Demographics Alternative certification program teachers have uniquely attractive backgrounds, interests and levels of underrepresented minority representation sought by schools, and alternative certification programs can address needs not adequately met by traditional programs. Alternative Solutions

  17. Buffalo State College • ~ 11,000 students • Buffalo is the second largest city in NYS • Largest comprehensive college in the SUNY system • The only urban SUNY campus • 18% part-time student population • 16% minority student population (mostly African American) • 55% female student population • ~ 740 evening-only students and about 450 disabled students attend BSC Alternative Solutions

  18. Buffalo State College • Undergraduate students • 28% major in education • many are first family college attendees • BSC classes are typically small • BSC was the first and still is the largest National Council for Accreditation of Teacher Education (NCATE) SUNY Institution • BSC is a Carnegie Master’s I institution, specializing in Bachelors and Masters -level students Alternative Solutions

  19. Development of the PTP Program • Program revisions in 2001-2002 lead to the development of two programs: • streamlined alternative certification program (M.S.Ed.- Physics with Alternative Certification) • The regular program (M.S.Ed.- Physics) was revised to address forthcoming NY state permanent certification requirements. • Both revisions incorporate physics coursework that supports a second certification in physics • The MSEd programs satisfy the NYSED requirement for an approved masters’ degree which can lead to permanent or professional teacher certification (NYSED, 2004). Alternative Solutions

  20. PTP Academy • In summers 2000 and 2001, BSC Physics, EER and BSC Department of Earth Sciences and Science Education (ESSE) faculty collaborated on the creation of Pathways to Physics Teaching PTP Summer Physics Academy • intensive boot camps for MS physical science and HS physics teachers • run 10 hours+/day for 2-3 weeks • courses are similar in format to better-know courses offered by the Modeling Physics Group at Arizona State University (Modeling Physics, 2004; Wells, Hestenes & Swackhamer, 1995). Alternative Solutions

  21. PTP Academy Academy courses are unique • Run for profit, unsupported by external funding of instructors, or participant stipends • Demand has grown; ninety teachers enrolled during the summer of summer 2003. • Most of these teachers paid full graduate tuition • Some NSF STEMTP (National Science Foundation - Science, Technology Engineering and Mathematics Teacher Preparation) funding • Some funding from the BSC Center for Excellence in Urban and Rural Education (CEURE) (MacIsaac, 2003; Truscott, 2001). • A recent NSF-Noyce Grant will support some future candidates Alternative Solutions

  22. Buffalo Public Schools • A large (~ 46,000 student), inner-city, high-need, urban school district • Over 64% of BPS students are eligible for free or reduced lunch programs (Department of Education Title II definition as a "high need" district) • Employs more than 3600 preK-12 teachers, including about 170 grade 7-12 science teachers. Alternative Solutions

  23. Buffalo Public Schools • Fall of 2002, • only eight of eighteen BPS high schools (45%) taught physics • only 511 BPS students wrote physics exams (10% of eligible students) • Fewer than 50% of physics teachers hold NY state certification to teach physics • 70% of BPS students taking physics are attending Hutchinson Central Technical High School • There are some BPS high schools where physics is never regularly taught (Shriver & Thompson, 2002; Josef, 2002), which is becoming very problematic in light of new NYS graduation requirements. Alternative Solutions

  24. CEURE • The Center for Excellence in Urban and Rural Education (CEURE) at Buffalo State College is dedicated to the recruitment of, commitment by, and retention of qualified and effective teachers for high-need urban and rural areas. • The center's mission is to work with the greater educational community –"to respond thoughtfully and effectively to societal realities, the Center will work in partnership with schools, communities, institutions of higher learning and other constituencies.” Alternative Solutions

  25. CEURE • CEURE has provided supplementary funding arrangements since 2000 • CEURE has an outstanding commitment to continue supporting the academy through to institutionalization and self-sufficiency. • CEURE expertise will augment advertisement, recruiting and FTC creation and support efforts in particular. Alternative Solutions

  26. Program Admission Requirements Alternative Solutions

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  29. PTP Courses • PTP courses are assembled from physical science curricula developed by world class PER researchers and curriculum developers under NSF sponsorship • Collaborate with the developers of curricula • Students also participate in project evaluation Alternative Solutions

  30. PTP Courses • Modeling Physics (Arizona State) • Force Concept Inventory (Hestenes, Wells & Swackhamer, 1992). • Eisenhower-funded Modeling workshops for teachers (MacIsaac & Cole, 1999; 1997; MacIsaac 1997) • the ONLY physics teaching curriculum identified as exemplary by the US Department of Education. • Constructing Physics Understanding (CPU) (San Diego State) • Powerful Ideas in Physical Science (PIPS) (AAPT, Boise State) Alternative Solutions

  31. PTP Courses • BSC has used the Constructing Physics Understanding (CPU) curriculum from Fred Goldberg's group for five years now by PTP staff with pre- and in- service teachers. • The Powerful Ideas in Physical Science (PIPS) curriculum has been used by the PI for three years for pre-service elementary teacher instruction and is currently under development by Dewey Dykstra. Alternative Solutions

  32. Recruitment & Participation • Regional and statewide mailings to high schools • Posters and appearances at the statewide and regional conferences • Website • Regional news articles • WNYPTA meetings • New York State Section of the AAPT • Word-of-mouth • Advertisement in national publications such as The Physics Teacher and regional engineering alumni newsletters has been considered. (Program enrollments are nearing capacity – we will shortly start qualified turning applicants away.) Alternative Solutions

  33. Recruitment & Participation • ~35 active candidates • ~13 active M.S.Ed. (Physics by alternative certification) candidates, or career switchers • ~22 “traditional”, second certification candidates • 10 alternative certification candidates hold engineering degrees (77%) • Non-engineers hold bachelors’ degrees in physics • ~63% (22/35) of our masters’ program candidates already hold teacher certification, and almost all of these are working teachers. Alternative Solutions

  34. In Conclusion • There is a substantial need for new physics teachers in New York State • Alternative certification programs, such as the PTP project at BSC, lead to retention in teaching beyond the third year • The PTP program continues to demonstrate growth Alternative Solutions

  35. Questions, concerns,… Resources: This talk – http://PhysicsEd.BuffaloState.edu/pubs/jpteo/AlternativeSolutions.ppt The paper – http://physicsed.buffalostate.edu/pubs/JPTEO For additional information: zawickjl@buffalostate.edu (716) 878-3800 Alternative Solutions

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